Queixa escolar e alfabetização: contribuições para um modelo de avaliação e intervenção

Abstract

The present study aims to discuss the contributions of Psychology in the face of learning difficulties in reading and writing and, additionally, to describe a model of evaluation and intervention in cases of reading and writing difficulties. From a field work, based on semi-structured interviews, we will approach an evaluation and intervention model in this learning process, built within the Federal University of Rio de Janeiro, in the Reading and Writing Workshops project, developed by the Psychology course. It is necessary to understand, in a broad way, the demands of school complaints during the literacy period. School complaint is understood, in the national literature on School and Educational Psychology, as demands related to school difficulties, which are largely formulated by families, teachers and the pedagogical body of schools. The complaint during the literacy period is one of the most frequent among those presented as a reason for referring children and adolescents to the sectors of psychological care for children. We understand literacy, in this work, as a stage of the schooling process in which the acquisition of knowledge and reading and writing skills takes place. Many studies point to the participation of metalinguistic skills in this learning, as well as other knowledge and skills. In general, the results revealed the existence of a protocol that can serve as a model for other works and ratified the importance of developing and describing more protocols that can contribute to the work of professionals in the moments of evaluations and interventions in school complaints during the period of literacy. The results also pointed to the importance that the work of professionals in the face of reading and writing difficulties takes into account the multiple factors that may be behind them. And that these works can have as a model a practice that does not contribute to the perpetuation of stories of school failure.